A study on learning about catering individual learning differences through use of an e-learning environment

This paper reports the findings of the impact of a pedagogical model for teachers’ learning about how an e-learning platform can cater for individual learning differences among primary school students. The model stresses the importance of giving student-teachers the opportunities to experience the practice (catering individual learning differences through use of an e-learning environment) which is underpinned by education theories and is modelled and promoted in the course of study by the lecturer. It also requires the provision of ongoing support and guidance and the reflection opportunities while student-teachers are examining the promoted practice. Quantitative data from the student-teachers and their primary students show positive results in many aspects which include: the operation of the e-learning platform and the use of the online learning materials; the increase in primary students’ interest and confidence in learning a subject; the increase in the contact (both physical and virtual) of individual students and understanding of their needs; and the change in the conceptual understanding of the promoted practice and the confidence in attempting such practice in the future teaching among student-teachers. Qualitative data from teachers’ diaries further triangulate the above results and provide evidence on the improvement in students’ achievement in a subject. Suggestions on improving the promoted practice are also discussed. Copyright © 2006 Education and Manpower Bureau.